The theory for eLearning (Nichols, 2003) does bring forward several interesting and valid points, including his 10 hypotheses. I have considered each in turn, and make the following comments:
- eLearning is a means of implementing education that can be applied within varying education models (for example, face to face or distance education) and educational philosophies (for example behaviourism and constructivism).
Completely agree with this hypothesis
- eLearning enables unique forms of education that fits within the existing paradigms of face to face and distance education.
Again, complete agreement, why would it not?
- The choice of eLearning tools should reflect rather than determine the pedagogy of a course; how technology is used is more important than which technology is used.
Once more, full agreement, although working mainly online seems to be the preferred medium
- eLearning advances primarily through the successful implementation of pedagogical innovation.
Definitely the way it should happen, and largely does.
- eLearning can be used in two major ways; the presentation of education content, and the facilitation of education processes.
Again, this seems almost too obvious to put as a hypothesis.
- eLearning tools are best made to operate within a carefully selected and optimally integrated course design model.
Course design is extremely important for any learning, eLearning is not any different in this respect.
- eLearning tools and techniques should be used only after consideration has been given to online vs offline trade-offs.
This is only true to an extent – in some cases there is no real choice, and where there is, online should take preference.
- Effective eLearning practice considers the ways in which end-users will engage with the learning opportunities provided to them.
Only to a limited extent – if a student has downloaded a lesson, we cannot know how they will use or interact with that material at a later date.
- The overall aim of education, that is, the development of the learner in the context of a predetermined curriculum or set of learning objectives, does not change when eLearning is applied.
Yes, curriculum remains important in eLearning, it is the only way of planning and tracking progress through the material. A scheme of work and long- or short-term plans are just as necessary here as in anyn other teaching situation.
10. Only pedagogical advantages will provide a lasting rationale for implementing eLearning approaches.
Generally, this must be the case – unless teachers see an advantage to using eLearning, it will not grow.
However, as a starting point this theory for eLearning appears to stand up to examination. It may well be that more advanced theories for eLearning will be proposed as the field continues to develop, and as this occurs the existing theories will be reviewed or refined, but it remains important that eLearning is led by the teaching, not by the technology.
References:
Nichols, M., 2003. A Theory for eLearning. Palmerston NZ, International Forum of Educational Technolgy & Society.
